The thesis investigates reading problems among adolescents with specific learning disabilities. The theoretical part of the paper outlines theoretical fundamentals of reading problems, different approaches to specific learning disabilities, reading particularities and reading related skills among adolescents and adults. The research part of the paper comprises the analysis and interpretation of data obtained via a comparison of the reading performance of students with specific disabilities and the performance of intact student population. The main goal of the thesis is to detect basic reading characteristics among adolescents with specific learning disabilities.

In this Master's thesis entitled "Effectiveness Evaluation of Sfumato Metod of Initial Reading in Prevention of Dyslexia" we tried to find out, whether application of a certain teaching method of an initial reading eliminates presence of dyslexia. Thesis consists of a theoretical and a practical part. The theoretical part characterizes theoretical basis in the area of specific learning disabilities and education of initial reading with special focus on dyslexia issues and Sfumato Method of Initial Reading. The practical part is based on interviews and questionnaire surveys, which provides us possibility to compare methods of education of initial reading and evaluate them in context of development of specific learning disability - dyslexia. The thesis aims to evaluate of selected methods of education of initial reading in relation to prevention of specific disability of reading learning - dyslexia.

The diploma thesis deals with the problems of nutrition of pupils of the second grade of primary school and the attitude of teachers who work with these pupils. Specifically, they are the pupils of a primary school focusing on the education of pupils with various special educational needs, in particular, with specific learning disabilities and associated disorders. The aim of this thesis is to explore the situation in the field of nourishment together with pupils' knowledge and attitudes of teachers to nourishment. The knowledge and attitudes to the nutrition are related to pupils of the second level of primary school, composition of diet and use of caffeine, cola and energy drinks. The theoretical part of the thesis is structured into two chapters. The first chapter deals with the problems of specific learning disabilities and behavior disorders in inclusive education, the second chapter deals with the issue of nutrition and health. The practical part of the thesis analyzes and evaluates data obtained through observation of school operation and internal school climate, questionnaires, worksheets and interviews. The practical part also includes the project and implementation of the project, which dealt with the topic of nourishment. The research investigates the knowledge and practical skills of...

The topic of this thesis is the academic development of students with specific learning disabilities (SLD) at the University of South Bohemia in České Budějovice, specifically at the Faculty of Health and Social Sciences. The thesis is mainly concerned with the analysis of individual study programmes and fields in the context of the study specification demands, the results of which will be used in the research of the GA JU project implemented by the Department of Pedagogy and Psychology of the Faculty of Education. The introduction of the theoretical part describes the current state of knowledge about the problems of specific learning disorders. First, the basic concepts and the divisions of learning disorders according to the affected area are defined. Then, the etiology of specific learning disabilities is presented, followed by a chapter focused on symptoms of learning disabilities, diagnosis and reeducation. The next chapter is focused on the adult, his / her development in biological and psychological terms. Diagnostics and re-education in adulthood are also presented in this chapter. In the theoretical part, attention is also paid to the education of individuals with specific learning disabilities in secondary school and university. The conclusion of the theoretical part is devoted to universities in general, then to the University of South Bohemia and the Faculty of Health and Social Sciences itself. The aim of the practical part is to analyze all study programmes that can currently be studied at the Faculty of Health and Social Sciences in full-time study. Individual subjects taught in the given study programme will be the core of the analysis. The criteria will be pre-defined in order to determine the level of study demands.

Many studies have investigated problems with the ability achievement discrepancy (AAD) method of diagnosing specific learning disabilities (SLDs). The definition of an SLD includes the presence of a deficit in one or more cognitive processing systems. Researchers in other studies found that the AAD method overdiagnoses English language learners and students from low socioeconomic backgrounds, and underdiagnoses students with cognitive processing deficits. Although SLD diagnostic methods have been widely researched, much less information is available regarding SLD diagnostic methods that predict important student outcomes, such as high school completion. The General Abilities Index (GAI) is an SLD diagnostic method that can identify cognitive processing deficits. This study examined the relationships between cognitive processing deficits and the GAI method, high school completion status, performance on state standards assessments, and SLD eligibility. Using a multivariate, nonexperimental design, this study analyzed 149 datasets from records of students tested for an SLD between 1996 to 2013. A GLM analysis found that several types of cognitive processing deficits predicted math and writing performance on the state standards assessment and predicted not being diagnosed with an SLD, while the GAI method failed to predict any relationship with the dependent variables. Positive social changes from this study may include improved SLD diagnostic practices and improved educational interventions that target the cognitive processing deficits. Improved educational outcomes for SLD persons may reduce the high rates of unemployment, substance abuse, and incarceration experienced by the adult SLD population.

Despite the billions of dollars spent in the last forty years, America's efforts toward closing the achievement gaps among diverse learners and their receptive counterparts have not been realized. Limitations noted in previous research discussed the need to examine the unique contributions of diverse learner variables as a way of determining their specific academic needs. The purpose of this study was to examine the intra- and inter-group growth trajectories of two diverse student groups (English Language Learners and Students with Specific Learning Disabilities) on reading achievement. The study employed a longitudinal, quasi-experimental research design utilizing archival data from 26,947 students' files to answer two research questions. The first research question examined growth relationships between 3rd grade English Language Learner student categories on reading achievement while holding gender and socio-economic variables constant. The second research question explored the extent to which the initial levels and slopes of 3rd grade students with specific learning disabilities differed across racial and ethnic groups. Growth curve analyses were employed to answer both research questions. Findings revealed significant intercept and slope relationships for the two groups on reading fluency measures. Significant differences were found between the reference group (i.e., Non-ELL females who were ineligible for free and or reduced lunch) and two of the ELL subgroups. The slope relationships were only significant for ELL students (ELL-LY) who were in the currently enrolled (i.e., receiving some type of ELL instructional support or service) category. Gender and socio-economic variables were significant suggesting a negative influence on initial reading levels. Reading fluency (DORF) achievement findings relative to students with disabilities and their race and ethnic subgroups revealed White students' initial DORF scores were significantly different from Hispanic and Black students' scores. Race and ethnic slope variables were insignificant and homogeneous in nature. A discussion about these findings and their implications for closing the achievement gap for diverse students is provided in the document.

This thesis deals with teacher´s ingress to pupils with dysorthography in the first grade of primary school. In the theoretical part, the key elements are definition of item specific defect of learning and its ground allocations. As the next I´m working with charakteristic and definiton of ground terms, in that case dysorthography, its occasions and allocution, diagnostic and bases of reeducative care. The practical part consists of pupils with dysorthography. Thanks to contemplation I find out the teacher´s attitude to pupils. Some informations about pupils are rectified thanks to teacher´s question blank. At the end, the findings should map the teacher´s attitude and ingress to pupils with dysorthography during education.

Target od the thesis is to explore the area of social consequences of specific learning disabilities. Specific learning disabilities have undoubtedly impact on academic performance and overall results in the context of school education. Their influence is much wider and we can say that it provides individuals with a specific learning disabilities a negative personal and social consequences. I established the following two hypotheses: I suppose that a group of children with specific learning disabilities will be marked selfconcept lower compared to the control group. I suppose that a group of children with specific learning disabilities will be marked by impaired sociometric position in the classroom compared to the control group. In the theoretical part of the thesis is contained explanations of basic concepts related to learning disabilities. Individual chapters are devoted to specific disorders in general and specifically dyslexia, its causes, incidence, manifestations, and reeducation. The other specific learning disabilities are mentioned in addition to dyslexia. In the second half of the theoretical section, I focus on pupil with dyslexia and his subjective complaints, parents and teachers of pupil with dyslexia, and the consequences of school failure and dyslexia on the individual's life. Practical part of the thesis processes with the research conducted among 24 elementary school students. Research using a variety of test methods for evaluating the impacts and consequences of specific learning disabilities on student self-concept and sociometric position in the classroom. Above 24 pupils were divided into two groups - experimental and control groups, which are compared among themselves.

The issues of specific learning disabilities and their influence on children?s personality and his position in society has not been much explored yet. The aim of this diploma thesis is to identify the influence of learning disabilities on children?s self-concept, find out how the child is influenced by learning disabilities and how he is able to cope with this problem himself. The theoretical part of this work focuses on the issue and the basic concepts. The practical part presents the results of my own research in elementary schools. The results have been obtained by application of different testing methods, like tests and questionnaires. Information from school, family and personal surroundings of the children have also been used. My own experience with teaching children with learning disabilities during my teaching practice is mentioned too.

This thesis focuses on specific learning disorders of primary school pupils and reeducational care that takes place in the school under the guidance of trained teachers. It deals with the oraganization and content of reeducational group in Vodňanská Elementary School in Prachatice. It captures the extent to which improved underdeveloped cognitive and motor areas of the pupils who attend the group. It finds out the efficiency of the group reeducation.